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Learning Module Activity Guide
Number Sense 2
Multiplication & DivisionCommon Factors
Fractions
Visual Learning Tools
3-6 MATH
Learning Module Activity Guide
Number Sense 2
Multiplication & DivisionCommon Factors
Fractions
Visual Learning Tools
3-6 MATH
Learning Activities developed by
Keys to Learning, LLC
© 2010 Varitronics®, A Brady Business. Brady Worldwide, Inc. All rights reserved.
Printed in the United States of America.
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c o n t e n t s
Table of Contents
the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . 4
overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1: Multiplication = Addition’s cousin . . . . . . . . . . . . . . . . . . . . . . 6
Activity 2: Multiplication Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 3: Division = subtraction’s cousin . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 4: Division Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Activity 5: Factors BInGo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Activity 6: Passing Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 7: Adding Fractions with Like Denominators . . . . . . . . . . . . . . 18
Activity 8: Mixed numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Activity 9: subtracting Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity 10: Fractions and Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
4
The FOUNdATION OF VArIQUeST LeArNINg MOdULeS
VariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or language
barriers. hands-on manipulatives create learning experiences in which students interact with
knowledge kinesthetically. research shows that exposing students to a variety of learning
experiences, including visual and kinesthetic, will increase student retention and help students
learn to construct meaningful knowledge from information. The VariQuest Visual Learning Tools
enhance classroom teachers’ ability to provide learning experiences that meet the learning styles
of all students.
The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools
with lessons and activities that incorporate visual and hands-on learning strategies to reinforce
basic skills and provide fun and motivational activities that will supplement your school’s
curriculum. For best practices and additional information on how to customize VariQuest posters,
banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation
guide prior to use.
For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.
5
NUMBer SeNSe 2 OVerVIeW
Students in the intermediate grades are ready for more challenging math: multiplication and
division, including how those operations relate to each other and to what they already know about
addition and subtraction; factors and common factors; fractions and operations with fractions;
and decimals. It is important for students to understand the concepts behind the equations,
and so each activity is introduced with plenty of hands-on practice. The learning activities in this
VariQuest Learning Module are designed to meet educational standards in innovative and creative
ways. Before turning to the learning activities, familiarize yourself with general information that will
guarantee ease of use and flexibility.
ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the learning
activities. It is recommended that you make a copy for each student to guide your ongoing
informal assessments, making anecdotal notes on the back when appropriate.
VArIQUeST CONTeNTYou will find a complete list of all of the content included in this module between the rubric
and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning
activities are listed in the materials section for each activity and are color-coded to help distinguish
between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and
collections for the Cutout Maker (gold).
WOrK OrderSYou will also find a work order template on the last page of the Activity guide. This template
can be photocopied and used for placing orders for customized VariQuest posters, banners,
stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the
VariQuest Visual Learning Tools by those who may not have direct access to them.
A c t I V I t y o n e
6
ACTIVITY ONe
Multiplication = Addition’s Cousinobjectives Students will understand the concept of multiplication.
Students will understand multiplication as repeated addition.
Students will multiply whole numbers quickly and from memory.
Materials
Preparation Print and display Multiplication Table poster.
edit bottom text box of Math Stars poster to read “For excellence in
Multiplication.” Print and display.
Cut out Window Boards 2, custom-sized to 8”, one
for each student. Attach the window board cut out
to a piece of 8 1/2” x 11” cardstock using tape or
glue around the border of the board only so that the
windows can be opened and closed.
Cut out one (1) Multiplication symbol on magnet
material.
Cut out one (1) equal to, and six (6) Addition symbols from your font
collection on magnet material.
Cut out five (5) sets of numerals 0 through 9 on magnet material.
POSTer MAKer:
Multiplication Table: VIS067
Math Stars: RCG055
CUTOUT MAKer:
Multiplication Symbol: MTH287
Font Symbol Addition: +
Font Symbol equal to: =
Window Boards 2: MTH115 (Basic)
Font Numerals: 0 – 9
OTher:
8 ½” x 11” cardstock
Pencils
Math manipulatives (optional)
Multiplication Table VIS067
Math Stars RCG055
Multiplication Symbol
MTH287
Font Symbol Addition
+
Font Symbol equal to
=
Window Boards 2 MTH115
Font Numerals 0 – 9
Whole class
remind students that multiplication is a shortcut for addition when you
need to add the same number several times. Using the magnetic numbers
and symbols, show the equation 4+4+4+4=16. Ask a volunteer to use the
magnetic numbers and symbols to show the problem as multiplication.
repeat, having student volunteers show other examples of multiplication
as repeated addition using magnet numbers and symbols. have students
check their work using the Multiplication Table.
As students show each equation correctly, add their names to the Math
Stars Poster.
Individual distribute Window Boards to students and have them pick 9 multiplica-
tion facts that they feel they need extra practice with. have students label
the top of their window board, then write one fact (ex. 6x7) on the front of
each window and the product (ex. 42) on the page beneath the window.
have them use these to practice their multiplication facts. Make additional
Window Boards available to students that would like to make them for
more than nine multiplication facts.
7
MuLtIPLIcAtIon = ADDItIon’s cousIn
MoDIFIcAtIon
Select multiplication facts for the
number 1 (ex. 1x1, 1x2, 1x3, 1x4, 1x5,
1x6, 1x7, 1x8, 1x9) and write them
on the front of each window. have
students write the product inside, then
use the window board to study these
facts. repeat for numbers 2-9.
extensIon
Use the Multiplication Maze poster:
VIS146 to create a game. edit the
poster by adding numbers in the
boxes to make the correct paths for
multiples of 3, 4, 5, and 6 (or larger
numbers, depending on students’
prior knowledge). Fill out the rest
of the maze with other numbers.
have students draw lines to follow
the paths of multiples using different
colored markers.
8
A c t I V I t y t W o
ACTIVITY TWO
Multiplication Patterns objectives Students will recall multiplication facts from memory.
Students will understand effects of reversing the order of numbers
multiplied.
Students will recognize the commutative property of multiplication.
Materials
POSTer MAKer:
Multiplication Chart: ORG045
Multiplication Table: VIS067
game Board Multiplication: VIS201
OTher:
Pencils
Math manipulatives
Preparation Make 8 ½” x 11” copies of Multiplication Chart, one for each student.
Print and display Multiplication Table poster.
Print and display game Board Multiplication poster.
Whole class
A good way to help students remember their multiplication facts is to show
them the commutative property of multiplication; when two numbers are
multiplied together the product is the same, no matter the order of the
numbers. As students learn this property, it helps them memorize the facts.
Begin with the Multiplication Table poster. Point out that they can arrive at
the same product (answer) by starting with either number in the problem.
Ask for a volunteer to come to the poster and find the product of 4 x 5,
8
Multiplication Chart ORG045
Multiplication Table VIS067
game Board Multiplication
VIS201
9
MuLtIPLIcAtIon PAtteRns
using the 4 from the top row and the 5 from the left-hand column (20).
Then ask the same volunteer to find the product of 5 x 4 (20). Ask another
volunteer to come to the poster and find the product of 6 x 3 (18). Then
ask the same volunteer to find the product of 3 x 6 (18). (If your students
are more advanced, use bigger numbers; if they are less advanced, use
smaller numbers.) repeat until students see the pattern.
go to the game Board and show students how, when the numbers are
organized differently, (the column starts with the largest numbers at the
top instead of the bottom), that the principle still holds: when you multiply
two numbers together, the order does not matter and the product will be
the same.
PartnersPair up students and give them each copies of the Multiplication Chart.
Ask one member of each pair to write down these problems in the proper
columns on the Multiplication Chart and use either the game Board or the
Multiplication Table to solve them.
2 x 7, 3 x 7, 4 x 7, 5 x 7, 6 x 7, 7 x 7, 8 x 7, 9 x 7, 10 x 7
give the same directions to the other member of each pair, but challenge
them with these problems.
7 x 10, 7 x 9, 7 x 8, 7 x 7, 7 x 6, 7 x 5, 7 x 4, 7 x 3, 7 x 2
have students compare answers. If students arrived at different answers
ask them to explain how they found their answer. Make sure all students
understand how to use the game Board and the Multiplication Table to
arrive at the correct answers.
repeat as necessary with other multiplication facts until students
demonstrate a clear understanding of the commutative property. Then,
have students work together to write their own definition of the commutative
property of multiplication on the back of their Multiplication Chart.
MoDIFIcAtIon
Students use only the Multiplication
Table to solve the problems.
extensIon
give students a blank Multiplication
Table and have them fill it in for the
numbers 11-20. remind them to use
repeated addition, and to look for
patterns as they multiply the numbers
from the top row with the numbers in
the first column. Tell them that they
do not have to fill out the entire table;
once they have filled out half, look for
the products for the other half.
9
10
A c t I V I t y t h R e e
ACTIVITY Three
Division = Subtraction’s Cousin objectives Students will understand the concept of division.
Students will understand division as repeated subtraction.
Materials:
POSTer MAKer:
Math Stars Poster: RCG055
CUTOUT MAKer:
division Symbol: MTH288
Font Symbol Subtraction: -
Font Symbol equal to: =
Font Numerals: 0 – 9
OTher:
Math manipulatives
Pencils
Index cards
Preparation Cut out one (1) division symbol on magnet material.
Cut out one (1) equal to, and six (6) Subtraction symbols from your font
collection on magnet material.
Cut out six (6) sets of numerals 0-9 on magnet material.
edit bottom text box of Math Stars poster to read “For excellence in
division.” Print and display.
Math Stars Poster RCG055
division Symbol MTH288
Font Symbol Subtraction
-
Font Symbol equal to
=
Font Numerals 0 – 9
11
DIVIsIon = suBtRAct I o n ’ s c o u s I n
Whole class demonstrate to students how division is repeated subtraction, using
manipulatives or common classroom objects, like pencils. Begin with six
pencils. Say, “If I want to divide 6 into three equal parts, I would subtract two
pencils at a time, and I would then have three equal groups of two. Another
way to say that is to say 6 divided by 3 equals 2.”
Using the magnetic numbers and the subtraction symbol, show 6 – 2 – 2 –
2 = 0. Then show the equation 6 ÷ 3 = 2.
Ask for a student volunteer to show how to divide 8 into four equal parts,
using pencils (or other manipulatives). help the student subtract four groups
of two pencils from the 8. Ask the volunteer to show the problem with the
solution as subtraction and then again as division.
Ask for more volunteers to show the division problems: 10÷5, 12÷3,
14÷2 as repeated subtraction. have them use the magnetic numbers and
symbols, then explain what they did.
Write each volunteer’s name on the Math Stars Poster.
PartnersWrite these instructions on the chalkboard:
Make 21 into 7 groups
Make 18 into 2 groups
Make 20 into 5 groups
Make 30 into 6 groups
In pairs, challenge students to write on index cards (without using
manipulatives) the repeated subtraction on one side and the division
equation on the other side. Students should compare index cards to
check for accuracy.
MoDIFIcAtIon
have students continue using
manipulatives to practice division.
Challenge them to make equal groups
out of 12, 14, 16, 18, and 20. have
them write their solutions as repeated
subtraction and as division equations
on index cards.
extensIon
Challenge students to use the
problems from the partners activity and
find other ways to divide 21, 18, 20,
and 30 into groups, in addition to the
ones you’ve listed on the chalkboard.
For example, 21 can be 7 groups
of 3 or 3 groups of 7; 18 can be 3
groups of 6 or 9 groups of 2, etc. Then
challenge them to write their own
problems and exchange them with
their fellow students.
12
A c t I V I t y F o u R
ACTIVITY FOUr
Division Puzzles objectives Students will understand division is the opposite of multiplication.
Students will recall division facts from memory.
Students will understand the effects of reversing the order of things
divided.
MaterialsPOSTer MAKer:
Multiplication Table: VIS067
CUTOUT MAKer:
2 Piece Puzzle: PUZ068 (Basic)
OTher:
Pencils
envelopes (one for each small group of students)
Preparation Print and display Multiplication Table poster.
Cut out 2 Piece Puzzle custom-sized to 8” on cardstock. Make enough
so that each student has four sets of puzzle pieces.
Whole classUsing the Multiplication Table poster, model for students how to think
about division problems by beginning with the numbers on the inside of the
table. Say, “I’m going to show you how to use this table to help you with
basic division facts.” Point to the number 15. Say, “how can I find out how
to divide the number 15 using this table? Let’s see, if I move my finger up
from 15 I get to 5. If I move my finger to the side from 15, I get to 3. What
does that tell me?”
Multiplication Table VIS067
2 Piece Puzzle PUZ068
13
DIVIs Ion PuzzLes
Write the numbers 3, 5, and 15 on the chalkboard. Write the two
equations, 15÷3 = 5 and 15÷5 = 3. Say, “It tells me that the same
numbers I use to multiply to get 15, I can use to divide 15. 15 divided by
3 equals 5 and 15 divided by 5 equals 3.” Point out on the Multiplication
Table poster that 5 times 3 equals 15 and 3 times 5 equals 15. Tell
students, “The numbers that I multiply together to get 15 are the same
numbers I can use to divide 15 into equal groups.”
Ask for volunteers to find the numbers 20, 28, and 40 on the Multiplication
Table poster (or larger or smaller numbers, depending on your students).
Challenge them to show at least two different ways to divide those numbers
and what numbers they would use to multiply to get those numbers. Invite
students to write their equations on the chalkboard and to explain their
thinking. encourage students to use all combinations of numbers they can
think of or find on the table.
cooperative Groupsdivide students into small groups and put four sets of puzzle pieces for
each student on each of the groups’ tables. Challenge students to select
a number from the inside of the Multiplication Table, then write one way to
show a division problem on one of the puzzle pieces, (e.g. 24÷4 = 6) and
another way to show that same division problem on the other puzzle piece
(e.g. 24÷6 = 4).
Check their work to make sure they have done it correctly before they put
their puzzle pieces inside the envelope. Then invite all the students to place
their individual puzzle pieces in the envelope.
Swap envelopes so that each small group has an envelope full of puzzle
pieces they did not create. Challenge students in each group to pick a
puzzle piece and then talk to the other students in their group until they
find their matching puzzle piece. have students connect matching pieces,
working together to find all of the matching division problems.
MoDIFIcAtIon
give students 8 ½” x 11” copies
of division Chart: Org046 and
Multiplication Table: VIS067. Challenge
students to use the Multiplication Table
to record division equations on the
division Chart.
extensIon
give students an 8 ½” x 11” copy
of Prime Numbers: VIS071 and
Multiplication Table: VIS067. Challenge
students to find the numbers in the first
row of the Prime Numbers chart on the
Multiplication Table. Can the numbers
be found anywhere other than the top
row or the first column?
Ask students to try and figure out how
to get these numbers by multiplying.
hopefully it will generate discussion,
and students will understand that the
only way to get to prime numbers by
multiplying is to multiply the number
itself x 1.
14
A c t I V I t y F I V e
ACTIVITY FIVe
Factors BINGOobjectives Students will understand and apply the basic number theory concept
of factors.
Materials
Preparation Print and display Multiplication Table poster.
Cut out Square Bingo Card on cardstock, custom-sized to largest
possible on page, one for each student.
Print and display Common Factors poster. Make 8 ½” x 11”copies, two
for each student.
PARt 1Whole class
On the chalkboard write the word factors. define the word for students:
factors are numbers that are multiplied together to make up other
numbers. For example, the number 12 has six factors using multiplication:
1, 2, 3, 4, 6, and 12. Show students why these numbers are factors:
1 x 12 = 12; 2 x 6 = 12; 3 x 4 = 12. The number 12 also has the same six
factors using division: 12÷1 = 12; 12÷2 = 6; 12÷3 = 4; 12÷4 = 3;
12÷6 = 2.
Ask for volunteers to come to the chalkboard and show the factors of six and
explain their thinking (6, 1, 2, 3). have a few volunteers practice this until you
POSTer MAKer:
Common Factors: ORG066
Multiplication Table: VIS067
CUTOUT MAKer:
Square Bingo Card: MTH119 (Basic)
OTher:
Pencils
Markers in different colors
Common Factors ORG066
Multiplication Table VIS067
Square Bingo Card MTH119
15
feel comfortable that students understand what factors are. remind students
to use the Multiplication Table poster if they need it.
Partnersgive each student a Bingo card and have them fill in
the numbers 1-25 on the spaces of the Bingo card,
starting with the number 1 in the top, left square.
explain that they will be playing the Factor game
with their partner.
how the game is played:
The first player chooses a number on the card and circles it in red. The
second player circles in blue all the factors of that number. Then the
second player chooses a number and circles it in blue and the first player
circles all the factors of that number in red. Students keep playing until
there are no numbers remaining with uncircled factors. each person then
adds up the numbers they’ve circled and the winner is the person with the
most numbers circled.
have students play one round, then ask if any students could think of
strategies after playing once. have students play again using the other
Bingo card.
PARt 2Whole classreview common factors: numbers that will divide evenly into two different
numbers.
distribute two Common Factor sheets to each student and have them fill
one in as you work through an example using 18 and 36. As you work
through the example, call on students to
help you fill in the factors for each number
separately, then use those factors to
complete the Venn diagram to show the
common factors for 18 and 36.
Partnershave students work in partners to find the common factors of 25 and 50.
FActoRs BInGo
MoDIFIcAtIon
Use smaller numbers with these
students, and only numbers that can
be found on the Multiplication Table.
extensIon
Print 8 1/2” x 11” copies of Numbers
1 to 100 Chart: VIS070 (Basic). give
copies to students to play the Factor
game with numbers 1-100.
16
A c t I V I t y s I x
ACTIVITY SIX
Passing Fractions objectives Students will understand the concept of fractions.
Students will understand the equivalence among fractions.
Materials
Preparation Print and display Fraction Strips poster.
Make 8 1/2” x 11” copies, one for each
student. Laminate and cut into strips.
Set aside strips for 1/9, 1/10 and 1/12.
Place the strips for 1, 1/2, 1/3, 1/4, 1/5,
1/6 and 1/8 in an envelope. Tip: Make
copies on four or six different colors of paper (depending on the number
of small groups) to help students keep track of the strips during the game.
Cut the following Circle Fraction pieces out of cardstock. Tip: Use a
different color paper for each fraction to help students differentiate
between the pieces. Cut one set for each student and place into
envelopes.
eight (8) whole pieces: custom-sized to 8”
two (2) 1/2 pieces: custom-sized to 4”
three (3) 1/3 pieces: custom-sized to 6”
four (4) 1/4 pieces: custom-sized to 4”
five (5) 1/5 pieces: custom-sized to 4”
six (6) 1/6 pieces: custom-sized to 4”
eight (8) 1/8 pieces: custom-sized to 4”
POSTer MAKer:
Fraction Strips: VIS200
CUTOUT MAKer:
Circle Fraction Whole: MTH144
1/2 Circle Fraction Piece: MTH147
1/3 Circle Fraction Piece: MTH149
1/4 Circle Fraction Piece: MTH151
1/5 Circle Fraction Piece: MTH153
1/6 Circle Fraction Piece: MTH155
1/8 Circle Fraction Piece: MTH157
OTher:
Paper
Pencils
envelopes
Fraction Strips VIS200
Circle Fraction Whole
MTH144
1/2 Circle Fraction Piece
MTH147
1/3 Circle Fraction Piece
MTH149
1/4 Circle Fraction Piece
MTH151
1/5 Circle Fraction Piece
MTH153
1/6 Circle Fraction Piece
MTH155
1/8 Circle Fraction Piece
MTH157
17
PA s s I n G F R A c t I o n s
MoDIFIcAtIon
Cut out Triangle Fraction Pieces ½:
MTh116, 1/3: MTh117, ¼: MTh118,
1/6: MTh129, and 1/8: MTh130
in different colors. give them to
students and help them determine
the appropriate denominator based
on the number of pieces, label each
piece and put them together to form
one whole.
extensIon
Use all the Fraction Strips for
these students (ninths, tenths, and
twelfths). Challenge them to create a
new game with new rules using all the
fraction strips.
Whole class
review students’ knowledge of fractions by giving them each a set of
fraction shapes and time to explore the cutouts. have students write the
fraction (numerator and denominator) on each piece.
Invite them to put the pieces together in different ways, (e.g. how many
ways can they make a whole? how many ways can they make a fourth?
how many ways can they make a half?). encourage them to use as many
pieces as they can.
give students a sheet of paper and challenge them to draw each fraction
and write the name of each part – one whole, one half, one third, one
fourth, etc. in size order. Ask, “Which fractions are largest? Which are
smallest?” Then challenge them to write the fractions with the numerator
and denominator: 1/2, 1/3, 1/4, 1/5, 1/6, 1/8 on each piece. Ask, “Why
are the smallest-looking fractions the ones with the largest denominator?”
cooperative Groupsdivide students into groups with an even number of students (four or six)
and give every student a set of fraction strips. explain that the goal of
the game is to get rid of as many of the fraction strips as possible. (Note:
results are not dependent on what students receive, the only thing that
counts is what they give away.) Advise students to use what they know
about equivalent fractions and have Fraction Strips poster visible for
reference.
Tell students that they are responsible for checking the fraction pieces that
they receive. Then, read aloud the following instructions:
1. Pass one half to the person on their right. The half can be any
combination of fractions that equals one half (1/2, 2/4, 3/6, 4/8).
2. Pass two thirds to the person on their left. Again, any combination of
fractions that equals two thirds (2/3, 4/6) is acceptable.
3. Pass four fifths (4/5) to the person sitting across from them.
4. Pass three fourths to the person on their right (3/4 or 6/8).
5. Pass two eighths to the person on their left (1/4 or 2/8).
6. Finally, pass one fifth (1/5) to the person across the table.
At this point, have students count the remaining number of strips and the
person with the fewest left is the winner.
18
A c t I V I t y s e V e n
ACTIVITY SeVeN
Adding Fractions with Like Denominatorsobjectives Students will understand the concept of adding fractions.
Students will be able to add fractions with like denominators.
Materials
Preparation Cut the following Circle Fraction Pieces out of magnet. Tip: Use a
different color magnet for each fraction to help students differentiate
between the pieces.
one (1) whole piece: custom-sized to 8”
four (4) 1/2 pieces: custom-sized to 4”
six (6) 1/3 pieces: custom-sized to 6”
eight (8) 1/4 pieces: custom-sized to 4”
ten (10) 1/5 pieces: custom-sized to 4”
twelve (12) 1/6 pieces: custom-sized to 4”
sixteen (16) 1/8 pieces: custom-sized to 4”
Cut out two (2) equal to and two (2) Addition symbols from your font
collection on magnet material.
POSTer MAKer:
Fraction Strips: VIS200
CUTOUT MAKer:
Circle Fraction Whole: MTH144
1/2 Circle Fraction Piece: MTH147
1/3 Circle Fraction Piece: MTH149
1/4 Circle Fraction Piece: MTH151
1/5 Circle Fraction Piece: MTH153
1/6 Circle Fraction Piece: MTH155
1/8 Circle Fraction Piece: MTH157
division Symbol: MTH288
Font Symbol Addition: +
Font Symbol equal to: =
Font Numerals: 0 – 9
OTher:
Paper
Pencils
envelopes
division Symbol MTH288
Font Symbol Addition
+
Font Symbol equal to
=
Font Numerals 0 – 9
Fraction Strips VIS200
Circle Fraction Whole
MTH144
1/2 Circle Fraction Piece
MTH147
1/3 Circle Fraction Piece
MTH149
1/4 Circle Fraction Piece
MTH151
1/5 Circle Fraction Piece
MTH153
1/6 Circle Fraction Piece
MTH155
1/8 Circle Fraction Piece
MTH157
19
A D D I n G F R A c t I o n s
MoDIFIcAtIon
Students continue to use the
manipulatives to add fractions with like
denominators.
extensIon
Challenge students to use the
Fraction Strips to add fractions with
different denominators. To do this
they must find ways to convert the
different denominators to common
denominators. remind them about the
activity on common factors.
Cut out two (2) division Symbols on magnet material. Set aside the circle
pieces from the division Symbol and use the line as a fraction bar.
Cut out Font Numerals 0-9 out of magnet material, four (4) of each
numeral.
NOTe: If you completed Activity Six, use the fraction strips and
circle fraction pieces created during that activity. If not, complete the
Preparation steps from Activity Six for this activity as well.
Whole classreview when fractions are used and the terms numerator and denominator.
Say, “We will be concentrating today on adding fractions with the same
denominator.”
Say, “I am very hungry so I eat 1/3 of a pizza, followed by another 1/3
of a pizza. how much of the whole pizza have I eaten?” Show the pizza
addition problem using magnetic circle fraction pieces and symbols. Below
the circle fraction pieces, show how to write the equation using numerals
and symbols.
Ask, “So when we add these fractions, what do we do to the denominator?”
(We keep it.) “What do we do to the numerators?” (We add them.)
give each student a set of Circle Fraction Pieces cut out of cardstock and
have them practice showing the following equations with the cutout pieces:
I have one fourth of a banana and a friend gives me two fourths of a
banana. how many fourths of a banana do I have? (3/4)
My mother eats a half of my apple and I eat the other half. how many
halves have we eaten? (2/2 = 1 whole)
have volunteers come to the board to show the addition problems in two
ways: using magnetic fraction pieces and numerals and symbols. repeat
with fractions that have 3, 5, 6 and 8 as the denominator.
Partnersgive each student an envelope with
the Fraction Strips inside and five
index cards. Challenge partners
to write addition problems using
fractions with like denominators on
the front of the card and the answer
on the back. have them use their
Fraction Strips to help them write and
answer the problems.
Once both students have written
problems with answers on five
cards, have them exchange cards
and answer the problems on their
partner’s cards without looking at the
answer. When both partners have
answered all five problems, they can
flip them over to check the answer.
20
A c t I V I t y e I G h t
ACTIVITY eIghT
Mixed Numbers objectives Students will understand the concept of mixed numbers.
Students will understand the relationships among whole numbers,
fractions, and mixed numbers.
Materials
Preparation Cut the following Square Fraction Pieces out of magnet material,
custom-sized to 8”.
three (3) Whole pieces
six (6) 1/2 pieces
nine (9) 1/3 pieces
twelve (12) 1/4 pieces
twenty-four (24) 1/6 pieces
Cut out a set of Square Fractions: Whole,1/2, 1/3, 1/4, 1/6, custom-
sized to 6”. Make enough for each student to have one set, place in
envelope. Tip: Use a different color paper for each fraction to help
students differentiate between the pieces.
NOTe: If you completed Activity Seven, use the symbol and numeral
CUTOUT MAKer:
1/2 Square Fraction Piece: MTH165
1/3 Square Fraction Piece: MTH167
1/4 Square Fraction Piece: MTH169
1/6 Square Fraction Piece: MTH173
Square Fraction Whole: MTH162
1/2 Square Fraction: MTH164
1/3 Square Fraction: MTH166
1/4 Square Fraction: MTH168
1/6 Square Fraction: MTH172
division Symbol: MTH288
Font Symbol Addition: +
Font Symbol equal to: =
Font Numerals: 0 – 9
OTher:
Stapler (one for each pair)
Pencils
Tape or glue
envelopes
Markers
1/2 Square Fraction Piece
MTH165
1/3 Square Fraction Piece
MTH167
1/4 Square Fraction Piece
MTH169
1/6 Square Fraction Piece
MTH173
Square Fraction Whole
MTH162
1/2 Square Fraction MTH164
1/3 Square Fraction MTH166
1/4 Square Fraction MTH168
1/6 Square Fraction MTH172
division Symbol MTH288
Font Symbol Addition
+
Font Symbol equal to
=
21
M I x e D n u M B e R s
MoDIFIcAtIon
give students pre-labeled Square
Fractions for one whole, 1/2, 1/3, 1/4,
and 1/6. have students use these
pieces to show the mixed numbers.
extensIon
have students add together the
fraction pieces that they have left
over after making the mixed numbers
from the whole class activity. They will
need to convert them all to a common
denominator (24) to add them
together. have them write the number
as a mixed number and an improper
fraction (4 1/2 and 9/2).
magnet cutout pieces created during that activity. If not, complete the
Preparation steps from Activity Seven to create magnetic symbols
and numerals.
Whole classPose this problem to students: You and your friends have just bought two
bananas. You have cut each banana in half. Then another friend joins you
and brings another half banana. how many halves do you have?
Show this problem on a magnetic board using Square Fraction Pieces and
symbols. remind them that when adding fractions with like denominators,
the denominator remains the same and they add the numerators.
Ask for a volunteer to come up to the board and, using the magnet
numbers, show the correct number of halves. explain to students that
5/2 is called an improper fraction. Improper
fractions are fractions that have a larger
numerator than denominator.
Improper fractions can be changed to mixed numbers. Mixed numbers are
whole integers plus a fraction. Ask for a volunteer to come to the board and
use numerals and symbols to show 5/2 as a mixed number (2 1/2). repeat
using other problems and Square Fraction Pieces for 1/3, 1/4 and 1/6.
Partnersdivide students into pairs and give each student
a set of square fraction cutouts. Ask them to
discuss among themselves how to label the
pieces, then, label them.
Once all of the pieces are labeled, have partners pool their fraction pieces
and make the following mixed numbers by stapling the pieces to the whole:
1 1/2, 1 2/3, 1 3/4, 1 1/6, 1 1/4, 1 5/6, 2 1/3.
Note: For the fraction 2 1/3 students will have to
figure out how to make the second whole using
leftover fraction pieces.
have students write the name of the fraction as a mixed number and an
improper fraction on the back of the whole piece.
Font Numerals 0 – 9
22
A c t I V I t y n I n e
ACTIVITY NINe
Subtracting Fractions objectives Students will understand the concept of subtraction of fractions.
Students will be able to subtract simple fractions.
Materials
Preparation Cut out Square Fractions: 1/2, 1/3, 1/4 and 1/5 on cardstock, custom-
sized to 6”, enough for each student to have one set. Place in an
envelope. Tip: Use a different color paper for each fraction to help
students differentiate between the pieces.
NOTe: If you completed Activity Six or Seven, use the fraction strips
created during that activity. If not, follow the preparation steps in
Activity Six to create a Fraction Strips poster and set of fraction strips
for each student.
Whole classUsing the Fraction Strips poster, present a fraction subtraction problem to
students. Point to the row with 3/3. remind students that 3/3 is the same
amount as 1 whole. Say, “how many thirds do I have left when I subtract
2/3 from 3/3?” (1/3). Show students the correct answer by covering up
two of the three thirds.
Invite volunteers to come to the poster and pose additional subtraction
problems to the class. Ask all volunteers to show the correct answer on
the poster and to explain their thinking. Write the equation with the correct
answer on the board.
POSTer MAKer:
Fraction Strips: VIS200
CUTOUT MAKer:
1/2 Square Fraction: MTH164
1/3 Square Fraction: MTH166
1/4 Square Fraction: MTH168
1/5 Square Fraction: MTH170
OTher:
envelopes, one for each student
Fraction Strips VIS200
1/2 Square Fraction MTH164
1/3 Square Fraction MTH166
1/4 Square Fraction MTH168
1/5 Square Fraction MTH170
23
suBtRActInG FRActIons
MoDIFIcAtIon
When students play the Individual
game, make sure they have an
8 ½” x 11” sheet of the fraction strips
in front of them to help them figure out
the answers.
extensIon
Students continue playing the
Individual Subtraction game, using
Square Fraction cutouts for 1/8:
MTh174, 1/10: MTh176, and 1/12:
MTh178 mixing up the denominators
(e.g. 4/8 – 1/4 = 2/8 or 1/4).
Partnersdivide students into pairs and give each student a set of Square Fraction
cutouts. Instruct students to place their Square Fraction pieces on the
matching Square Fraction whole squares (e.g. the two 1/2 Square Fraction
pieces sit on the 1/2 Square Fraction). Tell students they are going to play
a game.
how the game is played:
Call out a subtraction problem (e.g. 5/5 – 2/5). Students must remove the
correct number of Square Fraction pieces from the Fraction Square and
figure out how many are left to arrive at the correct
answer. The student who is the first to say the correct
number of Square Fraction pieces left wins one point.
If a student calls out a wrong answer he loses a point.
Partners keep track of each other’s scores. The student
in each pair with the most points wins the game.
You continue calling out subtraction problems such as:
Individualgive each student an envelope with a full set of fraction strips.
how the game is played:
You call out the subtraction problems and the student who has the answer
first raises their hand and says the answer. If that student is correct he or
she gets a point. If that student gets it wrong, he or she loses a point. If the
student is able to give the answer in the lowest common denominator, that
student gets two points. The student with the most points at the end of the
game wins. Keep track of students’ names and points on the chalkboard.
The following are some sample subtraction problems:
2/2 – 1/2
5/5 – 3/5
4/4 – 1/4
3/3 – 2/3
1 – 2/6 = 4/6 (or 2/3)
2/3 - 1/3 = 1/3
1 – 1/3 = 2/3
4/8 – 2/8 = 2/8 or 1/4
5/5 – 4/5 = 1/5
3/5 – 3/5 = 0
3/6 – 2/6 = 1/6
3/4 – 1/4 = 2/4 or 1/2
1 – 1/2 = 1/2
24
A c t I V I t y t e n
ACTIVITY TeN
Fractions and Decimalsobjectives Students will understand the concept of decimals.
Students will understand the equivalence and magnitude of fractions
and decimals.
Materials
Preparation Print and display Place Value poster.
Print 8 ½” x 11” copies of Fraction Strips, one for each pair of students.
Cut out ten 1/10 Circle Fraction Pieces, custom-sized to 4”, on magnet
material.
Cut out one Circle Fraction Whole, custom-sized to 8”, on magnet
material.
POSTer MAKer:
Fractions Strips: VIS200
Place Value: ORG049
AWArdS MAKer:
Fraction Whole Sticker: STK329
Fraction 1/2 Sticker: STK330
Fraction 1/3 Sticker: STK332
Fraction 1/4 Sticker: STK334
Fraction 1/5 Sticker: STK336
Fraction 1/6 Sticker: STK338
Fraction 1/8 Sticker: STK340
Fraction 1/9 Sticker: STK380
Fraction 1/10 Sticker: STK341
Fraction 1/12 Sticker: STK342
decimal .1 Sticker: STK368
decimal .2 Sticker: STK369
decimal .25 Sticker: STK370
decimal .3 Sticker: STK371
decimal .4 Sticker: STK372
decimal .5 Sticker: STK373
decimal .6 Sticker: STK374
decimal .7 Sticker: STK375
decimal .75 Sticker: STK376
decimal .8 Sticker: STK377
decimal .9 Sticker: STK378
decimal 1.0 Sticker: STK379
CUTOUT MAKer:
1/10 Circle Fraction Piece: MTH159
Circle Fraction Whole: MTH144
OTher:
Paper
Pencil
Fractions Strips
VIS200
Place Value ORG049
Fraction Whole Sticker
STK329
Fraction 1/2 Sticker STK330
Fraction 1/3 Sticker STK332
Fraction 1/4 Sticker STK334
Fraction 1/5 Sticker STK336
Fraction 1/6 Sticker STK338
Fraction 1/8 Sticker STK340
Fraction 1/9 Sticker STK380
Fraction 1/10 Sticker STK341
Fraction 1/12 Sticker
STK342
decimal .1 Sticker
STK368
decimal .2 Sticker
STK369
decimal .25 Sticker STK370
decimal .3 Sticker STK371
decimal .4 Sticker STK372
decimal .5 Sticker STK373
25
FRActIons AnD DecIMALs
MoDIFIcAtIon
Show students the value of decimals
using a dollar bill, dimes, quarters, and
pennies.
extensIon
give students an 8 ½” x 11” copy of
Number Place Value: VIS069 (Basic),
plus paper and pencil and challenge
them to write, in words, the value of
each of the numbers to the right of the
decimal point (eight tenths, eighty-
nine hundredths, eight-hundred ninety
thousandths, and eight-thousand nine-
hundred one ten thousandths).
Print three copies of each of the
following Fraction and decimal stickers:
whole, 1/2, 1/4, 1/10, 1/3, 1/5, 1/6,
1/8, 1/9, 1/12, and .1, .25, .3, .4, .5, .6,
.7, .75, .8, .9, 1.0; attach cardstock to
create a deck of cards. Make enough for
one deck for every pair of students.
Whole classAsk students, “What is a fraction?” discuss how fractions are parts of a
whole; they are less than a whole.
explain to students that there is another way to talk about numbers that
are less then a whole. They are called decimals. On the magnet board,
place the Circle Fraction Whole. Show students the ten 1/10 Circle
Fraction Pieces in your hands. One by one add the 1/10 Circle Fraction
Pieces on top of the Circle Fraction Whole, counting up by tenths as you
add each piece, “one tenth, two tenths, etc.”
Point out the Place Value poster. With your hand, cover up the numbers
to the right of the decimal point and read the number. Then point to and
name the decimal point. explain that numbers to the right of the decimal
point are less than a whole. The first column to the right shows the
number of tenths, just like the 10 pieces of the circle we just counted.
The second column is for hundredths, then thousandths, then ten
thousandths. The further to the right you go, the smaller the numbers are.
Partnershow the game is played:
Play this card game the way you play the game War. each pair has a
full set of flashcards and a Fraction Strips Sheet. One student shuffles
the deck and deals out an equal number of cards, face down, to each
student. Players remove the top card from their deck and place it face up
on the table. Whoever has the biggest number wins those two cards. The
winner of that round must explain why their card was the bigger one.
If both players put down cards of the same value, “War” is declared. Both
players place three cards face down, turn the fourth one face up, and
compare values. Whoever has the larger number keeps all the cards
after explaining why their number is bigger.
decimal .6 Sticker STK374
decimal .7 Sticker
STK375
decimal .75 Sticker
STK376
decimal .8 Sticker STK377
decimal .9 Sticker STK378
decimal 1.0 Sticker STK379
1/10 Circle Fraction Piece
MTH159
Circle Fraction Whole
MTH144
26
ADDIt IonAL ActIV It Ies
ADDITIONAL ACTIVITIES
WOrd PrOBLeMSWith all of these operations, students need to learn how to use them when situations are
presented as word problems. Use the Word Problems poster: Org050 (Basic) to give students
strategies for breaking down the word problems into math problems they can solve.
eQUATION MANIPULATIVeSPlay games with the fraction pieces that help students understand problems like: Is 2/6 greater
than or less than 2/8? Use the Less Than Symbol: MTh290, greater Than Symbol: MTh291 or
equal to Symbol from your font collection to complete the equations.
FrACTION FLAShCArdSCreate flashcards using the fraction stickers: Fraction 1/2 Sticker: STK330, Fraction 1/3 Sticker:
STK332, Fraction 1/4 Sticker: STK334, Fraction 1/5 Sticker: STK336, Fraction 1/6 Sticker:
STK338, Fraction 1/8 Sticker: STK340, Fraction 1/9 Sticker: STK380, Fraction 1/10 Sticker:
STK341, Fraction 1/12 Sticker: STK342. have students write equivalent fractions or decimals on
the back of each flashcard.
IMPrOPer FrACTION ANd MIXed NUMBer PUzzLeSPair up students and give them each sets of 2 Piece Puzzle: PUz068 (Basic). Ask them to work
together to write the mixed number on one of the puzzle pieces and the matching improper
fraction on the other puzzle piece. Make sure they are doing it correctly. have them put their
puzzle pieces in an envelope. Collect the envelopes and give them out randomly to the other pairs
so that no pairs end up with their own envelopes. Challenge students to match up the puzzle
pieces correctly. Check their work.
26
27
cate
gori
es
cri
teri
aValu
eM
inim
al
Basi
cP
rofi
cie
nt
Adva
nced
unders
tands
and a
pplies
the c
oncept
of
mult
iplicati
on
Stu
dent
dem
onst
rate
s
min
imal
und
erst
andi
ng o
f the
conc
ept o
f mul
tiplic
atio
n.
Stu
dent
dem
onst
rate
s
an u
nder
stan
ding
of m
ultip
licat
ion
as
repe
ated
add
ition
, usi
ng
man
ipul
ativ
es.
Stu
dent
dem
onst
rate
s an
unde
rsta
ndin
g of
the
conc
ept
of m
ultip
licat
ion
and
reca
lls
mul
tiplic
atio
n fa
cts.
Stu
dent
dem
onst
rate
s an
unde
rsta
ndin
g of
the
conc
ept
of m
ultip
licat
ion
and
the
com
mut
ativ
e pr
oper
ty, a
nd
reco
gniz
es w
hen
to a
pply
whe
n
give
n a
prob
lem
.
unders
tands
and a
pplies
the c
oncept
of
div
isio
n
Stu
dent
dem
onst
rate
s
min
imal
und
erst
andi
ng o
f the
conc
ept o
f div
isio
n.
Stu
dent
dem
onst
rate
s an
unde
rsta
ndin
g of
div
isio
n as
repe
ated
sub
trac
tion,
usi
ng
man
ipul
ativ
es.
Stu
dent
dem
onst
rate
s an
unde
rsta
ndin
g of
the
conc
ept
of d
ivis
ion
and
reca
lls d
ivis
ion
fact
s fro
m m
emor
y.
Stu
dent
dem
onst
rate
s an
unde
rsta
ndin
g of
the
conc
ept
of d
ivis
ion
as th
e in
vers
e of
mul
tiplic
atio
n, a
nd re
cogn
izes
whe
n to
app
ly w
hen
give
n a
prob
lem
.
unders
tands
the
concept
of
facto
rs
Stu
dent
can
nam
e so
me
fact
ors
of n
umbe
rs.
Stu
dent
can
nam
e m
ost o
f
the
fact
ors
of n
umbe
rs.
Stu
dent
can
nam
e al
l of
the
fact
ors
of n
umbe
rs a
nd
reco
gniz
es c
omm
on fa
ctor
s
betw
een
two
num
bers
.
Stu
dent
nam
es a
ll fa
ctor
s of
num
bers
, rec
ogni
zes
com
mon
fact
ors
betw
een
num
bers
and
appl
ies
this
kno
wle
dge
whe
n
give
n a
prob
lem
.
unders
tands
the c
oncept
of
fracti
ons,
im
pro
per
fracti
ons
and m
ixed
num
bers
Stu
dent
und
erst
ands
bas
ic
fract
ions
incl
udin
g ½
and
¼.
Stu
dent
und
erst
ands
bas
ic
fract
ions
and
can
iden
tify
the
num
erat
or a
nd th
e
deno
min
ator
.
Stu
dent
und
erst
ands
the
conc
ept o
f num
erat
or a
s pa
rt
and
deno
min
ator
as
who
le
and
can
nam
e fra
ctio
ns w
ith
deno
min
ator
up
to 1
2.
Stu
dent
und
erst
ands
the
conc
ept o
f num
erat
or a
s
part
and
den
omin
ator
as
who
le, n
ames
frac
tions
with
deno
min
ator
up
to 1
2 an
d
conv
erts
bet
wee
n im
prop
er
fract
ions
and
mix
ed n
umbe
rs.
Identi
fies
equiv
ale
nt
fracti
ons
and
decim
als
Stu
dent
iden
tifies
few
frac
tion
and
deci
mal
equ
ival
enci
es.
Stu
dent
iden
tifies
bas
ic
fract
ion
and
deci
mal
equi
vale
ncie
s.
Stu
dent
iden
tifies
equ
ival
ent
fract
ion
and
deci
mal
equi
vale
ncie
s.
Stu
dent
iden
tifies
equ
ival
ent
fract
ions
and
dec
imal
s an
d th
eir
rela
tive
valu
e.
tota
l:
NU
MB
er
Se
NS
e
2 r
UB
rIC
N
ame
(Ple
ase
note
that
all
have
per
mis
sion
to re
prod
uce
this
rub
ric p
age.
)
R u B R I c
28
NUMBer SeNSe 2 CONTeNT LIST
c o n t e n t L I s t
Poster Maker ID name ActivitiesOrg045 Multiplication Chart 2
Org046 division Chart 4
Org049 Place Value 10
Org066 Common Factors 5
rCg055 Math Stars 1, 3
VIS067 Multiplication Table 1, 2, 4, 5
VIS071 Prime Numbers 4
VIS146 Multiplication Maze 1
VIS200 Fraction Strips 6, 7, 9, 10
VIS201 game Board Multiplication 2
VIS202 Order of Operations
Awards Maker ID name Activities
AWd030 Math Award 123
AWd140 Math Award symbols
AWd210 Math Numbers Award
STK329 Fraction whole Sticker 10
STK330 Fraction 1/2 Sticker 10, Additional
STK332 Fraction 1/3 Sticker 10, Additional
STK334 Fraction 1/4 Sticker 10, Additional
STK336 Fraction 1/5 Sticker 10, Additional
STK338 Fraction 1/6 Sticker 10, Additional
STK340 Fraction 1/8 Sticker 10, Additional
STK341 Fraction 1/10 Sticker 10, Additional
STK342 Fraction 1/12 Sticker 10, Additional
STK343 Order of Operations Sticker
STK368 decimal .1 Sticker 10
STK369 decimal .2 Sticker 10
STK370 decimal .25 Sticker 10
STK371 decimal .3 Sticker 10
STK372 decimal .4 Sticker 10
STK373 decimal .5 Sticker 10
STK374 decimal .6 Sticker 10
STK375 decimal .7 Sticker 10
STK376 decimal .75 Sticker 10
STK377 decimal .8 Sticker 10
STK378 decimal .9 Sticker 10
STK379 decimal 1.0 Sticker 10
STK380 Fraction 1/9 Sticker 10, Additional
29
c o n t e n t L I s t
NUMBer SeNSe 2 CONTeNT LIST (cont.)
cutout Maker ID name ActivitiesMTh116 1/2 Triangle Fraction 6
MTh117 1/3 Triangle Fraction 6
MTh118 1/4 Triangle Fraction 6
MTh129 1/6 Triangle Fraction 6
MTh130 1/8 Triangle Fraction 6
MTh144 Circle Fraction Whole 6, 7, 10
MTh147 1/2 Circle Fraction Piece 6, 7
MTh149 1/3 Circle Fraction Piece 6, 7
MTh151 1/4 Circle Fraction Piece 6, 7
MTh153 1/5 Circle Fraction Piece 6, 7
MTh155 1/6 Circle Fraction Piece 6, 7
MTh157 1/8 Circle Fraction Piece 6, 7
MTh159 1/10 Circle Fraction Piece 10
MTh161 1/12 Circle Fraction Piece
MTh162 Square Fraction Whole 8
MTh164 1/2 Square Fraction 8, 9
MTh165 1/2 Square Fraction Piece 8
MTh166 1/3 Square Fraction 8, 9
MTh167 1/3 Square Fraction Piece 8
MTh168 1/4 Square Fraction 8, 9
MTh169 1/4 Square Fraction Piece 8
MTh170 1/5 Square Fraction 9
MTh171 1/5 Square Fraction Piece
MTh172 1/6 Square Fraction 8
MTh173 1/6 Square Fraction Piece 8
MTh174 1/8 Square Fraction 9
MTh175 1/8 Square Fraction Piece
MTh176 1/10 Square Fraction 9
MTh177 1/10 Square Fraction Piece
MTh178 1/12 Square Fraction 9
MTh179 1/12 Square Fraction Piece
MTh180 Whole Fraction Fringe
MTh181 1/2 Fraction Fringe
MTh182 1/3 Fraction Fringe
MTh183 1/4 Fraction Fringe
MTh184 1/5 Fraction Fringe
MTh185 1/6 Fraction Fringe
MTh186 1/8 Fraction Fringe
30
cutout Maker ID (cont.) name Activities
MTh187 1/10 Fraction Fringe
MTh188 1/12 Fraction Fringe
MTh189 1/16 Fraction Fringe
MTh212 1/15 Fraction Fringe
MTh287 Multiplication Symbol 1
MTh288 division Symbol 3, 7, 8
MTh290 Less Than Symbol Additional
MTh291 greater Than Symbol Additional
MTh292 greater Than or equal To Symbol
MTh293 Less Than or equal To Symbol
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c o n t e n t L I s t
NUMBer SeNSe 2 CONTeNT LIST (cont.)
31
VArIQUeST WOrK Order TeMPLATeThis template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.
date Order Placed: __________________________________ Order #: _________________________________________
date Order Needed By: ______________________________ date Completed: _________________________________
Staff Name: ___________________________________________________________________________________________
room #: _________________________ Phone #: ___________________________________________________________
e-mail: ________________________________________________________________________________________________
special Instructions:
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VARIQuest WoRk oRDeR